The Impact of the "Teaching English through English" Policy on Teachers and Teaching in South Korea

Autor/in	Choi, Tae-Hee
Titel	The Impact of the "Teaching English through English" Policy on Teachers and Teaching in South Korea
Quelle	In: Current Issues in Language Planning, 16 (2015) 3, S.201-220 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2015.970727
Schlagwörter	Foreign Countries; English (Second Language); Language of Instruction; Language Planning; Instructional Design; Program Implementation; Professional Identity; Language Teachers; Language Role; Educational Policy; Teacher Attitudes; English Teachers; Language Proficiency; Attitude Change; Teacher Certification; Case Studies; Semi Structured Interviews; Content Analysis; South Korea + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachwechsel; Lesson concept; Lessonplan; Unterrichtsentwurf; Language teacher; Sprachunterricht; Politics of education; Bildungspolitik; Lehrerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Language skill; Language skills; Sprachkompetenz; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Inhaltsanalyse; Korea; Republik
Abstract	In recent years, Asian countries including South Korea have been trying to redefine the role of English in response to globalisation. The impact of this on English language teaching and on Korean society more generally has been well documented; however, the impact of this change on individual teachers and their teaching calls for further attention. This article investigates the impact of an in-service teacher certification scheme which promotes English as the medium of instruction (MOI) for teaching English in the South Korean context, and examines the factors which shaped this impact. Drawing on interviews with stakeholders and insights from a larger case study of which these interviews form a part, this article provides important insights into the implementation and impact of language planning and policy (LPP). It examines the ways in which particular elements of the design of LPP, their implementation and the context interact to affect teachers and their adoption of English as the MOI. It also draws attention to unplanned impacts of LPP including significant shifts in teachers' identity. It concludes with wider implications for future LPP which aims to change the relative importance and roles of a foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01